Benefits of assistive reading software for students with attention disorders

Abstract

This study investigated how assistive reading software affected the reading performance of a group of 20 post-secondary students who had a primary diagnosis of attention disorder. These students used assistive reading software for most of a semester to read assignments for an English class and in testing sessions in which comparisons were made between normal, unassisted reading, and reading assisted by the soft ware. This software provides a synchronized visual and auditory presentation of text, and incorporates study skills tools for highlighting and note taking. Attention measures, reading speed, comprehension scores, and attitude questionnaire responses were obtained during these sessions. The principal findings were that the assistive software allowed the students to attend better to their reading, to reduce their distractibility, to read with less stress and fatigue, and to read for longer periods of time. It helped them to read faster and, thereby, to complete reading assignments in less time. It did not have a significant effect on comprehension, but it helped some students whose comprehension was very poor. The study results indicate that assistive reading software should be considered as a significant intervention to assist students who have attention disorders and as an accommodation to help them compensate for their disabilities.